Healthy Food Choices for Children and Young

Healthy Food Choices for Children and Young

Seminar in Dipoli, Otakaari 24, Otaniemi, Espoo

Wednesday, September 8th from 8:50 to 13:30

Chair: Aimo Tiilikainen

Time Topic / Title Moderator

08.50-10.05 - H08047 Nordic Network NTP - Healthy choices, targets and tasks - Finnish national food promotion program (SRE): review of past and current youth projects - School meals - Opinions of pupils & parents

Ragnheiður Héðinsdóttir, project coordinator Paulina Munukka, Ministry of Agribusiness and Forestry Irma Tikkanen, principal lecturer, Laurea University of Applied Sciences

10.05-10.15 Break

10.15-11.10 - Creating health-promoting food environment for school children - Youth exercise and nutrition project - targets and tasks

Terhi Virtanen, project coordinator, Finnish Bread Information Jarmo Liukkonen, project coordinator, professor University of Jyväskylä

11.10-12.00 Lunch

12.00-13:30 Group work together with Finnish food chain representatives to support to create a plan for future activities of the Nordic NTP platform

facilitated by Päivi Mikkonen, VTT

08047 Nordic Network NTP – Healthy Choicestargets and tasks

Seminar Espoo 08.09.2010

Ragnheiður Héðinsdóttir1

Nordic Network NTP –Healthy Choices

• Funded by NICe, the Nordic InnovationCentre

• A part of a bigger programme calledHealthy choices

• Other Healthy choices projects– Nordic YoungHealth – Kjersti Lillebø– Nordic monitoring system – Sisse Fagt


Core partners

Iceland: NTP Food for LifeFederation of Icelandic Industries (SI)Syni Laboratory ServicesMatis – Food Researach nstitute

Norway: NTP Food for LifeNofima matFederation of Norwegian Food and Drink Industy

Sweden: NTP Food for LifeSIK – The Swedish Food Research InstituteFederation of Swedish IndustriesGothenburg University

Denmark: NTP Food for LifeThe Danish Agricultural and Food CouncilDTU National Food InstituteDanish food and drink indusrty

Finland: NTP Food for LifeVTT - Technical Research Centre of FinlandMikkeli University of Applied Sciences


NTP- Food for life in abigger picture

• European Technology Platform [ETP] is a major, pan-Europeanmission-oriented initiative aimed at strengthening Europe’s capacity toorganize and deliver innovation

• An ETP will bring together relevant stakeholders to identify theinnovation challenge, develop the necessary research programme andimplement the results

• ETP – Food for life has been established in 34 countries as NTP

European

Commission

EuropeanTechnologyplatform

EuropeanTechnology

platform

NationalTechnologyplatforms

NICe

RCN

Industry

Univ.&

RTO

Govern-ment

30 ETP

Nordic Network NTP –Healthy Choices

• Promote mutual understanding and knowledge transfer betweenthe health and nutrition sciences on the one hand and the foodindustry and catering services on the other.

• Consumer needs and responses are central to the success of newfood concepts and innovations.

• Current practices - what is working well and what may beimproved.

• A reference group with focus on the needs of children and youngpeople


Main objectives are to

• facilitate communication between differentdisciplines involved in meal service for children

• promote development of innovative concepts forhealthy Nordic products

• identify need for education and training toenhance delivery of healthy food choices

• present the view of Nordic food industry toEuropean research programmes

• support the Nordic action plan for better healthand quality of life through diet and physicalactivity


Current situation

• Hot meals provided at school in Finland, Icelandand Sweden– Funded by government or municipalities in Finland and

Sweden– Paid by parents in Iceland, in most cases subsidized by

municipalities

• Children bring lunchbox from home in Denmarkand Norway– Some local communities or institutions, in Denmark and

Norway, have established school meals, primarily userfinanced, and assistance is offered to these localcommunities and institutions


Methodology

• Different methods for data collection indifferent countries– Surveys in Finland and Sweden– Stakeholder meetings and workshops in

Iceland and Norway– Litterature review in Denmark

In all countries recent and on-going projectswere reviewed

NAFN8

Design of the projectFive work packages

– View of stakeholders• View on the concept “Healthy food”• Communication – lessions learnt

– Open innovation• Current status of healthy food choice innovation• Recommendations on innovation

– Education and training• Training practices• Recommendations for training in catering

– Nordic innovation priorities• Common Nordic vision document• Nordic research and innovation priorities

– Management


WP1 -View of stakeholders

• Collection of background material• Special programmes and activities to improve

healthiness of school meals• Barriers to offering healthy meals at school

• Lack of knowledge of staff to follow the nutritionalguidelines

• Limited budget for catering services

• Key success factors• Good nutritional recommendations exist in all

countries• School lunches should be part of the educational

curriculum – teachers and students eating together• Improve knowledge of those who prepare calls for

tendersRagnheiður Héðinsdóttir10

WP2 - Open innovation

• Current status of healthy food choiceinnovation– Various inititatives in all countries

• Recommendations on innovation– A model for innovation of healthy products– Create an arena with different stakeholders

(industry, catering, innovation and researchorganisations, educators, consumers andhealth authorities) to discuss the need forhealthier products and greater diversity


WP3 - Education and training

• Training practices• Recommendations for training in catering

– Identified areas where training might beneeded

• Communication and interaction• Use of technology• Nutrition• Cleaning and hygiene• Taste factors of food• Basic knowledge of nutrition• Interpretation of nutritional recommendations• Food, cooking and the production chain• Communication with the users


WP4 - Nordic innovationpriorities

• Common Nordic vision document• Nordic research and innovation priorities

– Still under discussion• Food choice determinants• Design of healthy products• Influence of the food service system


WP5 - Management

• Final report is in progress

• Project ends 31. December 2010


Strength of the project

• Diverse reference groups– Federations of companies and their members

• Industry• Hospitality• Catering• Retail• Consumers

– Research/education/consulting– Public Authorities

• Ministries• Institutions

– Funding bodies– Municipal authorities

• Experts in charge of school lunch programmes• Individual school kitchen employees

– Other Healthy Choices projects• Nordic YoungHealth – Kjersti Lillebø• Nordic monitoring system – Sisse Fagt


7.10.2008 Marja Innanen

From food to food culture- Broad concept of wellbeing

- Individual physical and mental- Social

- Communities- Society, economies

- Environment- Experiences, pleasure, emotions, senses

7.10.2008 Marja Innanen

Programme in a nutshellObjective:

Raising the valuation of food and those who make it

Target groups:Children, the young, families with children, decision-makers

Founded on:Finnish food and work

Taste, quality and healthinessGood everyday life

Room for diverse food cultureFrom price to quality and sustainable choices

From controversy to cooperation

Raising the valuation of foodThe Finns should

• Talk more about food• Prepare meals together and with care• Cherish good quality and taste of food• Think about the consequences of their choices• Be prepared to pay for good quality

Arousing interest:-everyday life at homes-schools, daycare

Food culture starts athome

Homes have the primaryrole in teaching about food

Steering group (ministries + representatives of sectors)

Raising the valuation of food

Steering nutritionalbehaviour

Promotinginternationalisation

Promotingorganic food

Developmentof quality

Promotinglocal food

Effective communication

Utilisation of competitive advantages

Broad cooperation

+ ”Speakers”

Management group composed of ministries(MMM, OPM, YM, STM, TEM, UM, VM)

Secretary-General

Competitive food chain (efficiency, productivity, competence)

Quality Strategy30.20.47

MMM + wholechain

Public cateringTrade

Ministries, municipalities,industry

EkoCentria

Organic productionstrategy

Strategy working group,whole chain

Mass catering, schools,homes, teachingOPM, STM, OPH

SMEs, work oninternational imageUM, TEM, TEKES;

Finpro

www.kouluruokavaalit.fiSchool Meal Election

Food is a value choice (expense or investment?)• Municipalities decide the funds allocated to school

meals• It is all about money• More money for school meals!• Appeal for better school meals and promise make

these happen on www.kouluruokavaalit.fi

http://www.kouluruokavaalit.fi

http://www.kouluruokavaalit.fi

School meal elections• Co-operation of 20 organisations, 3 ministries

and 2 policy programmes• Over 1700 voters signed the appeal• 1490 candidates from over 200 municipalities

signed the promise, 327 from 140municipalities got through

• A follow-up survey has been done

Funded projectsFour projects with regards to school meals:• Operation School food, The Swedish Martha

Association in Finland- Overall improvement of school food (througheg. meal team, vegetable buffet, educating personelland parents and pupils, communicating with localpoliticians etc.)- Have given concrete proposals on what to do inmunicipalities (eg. Vaasa and Siuntio)- www.operationskolmat.fi

Funded projects• Familiarising parents with school food,

Tampere food services- "Do you know what your child is eating?"- Food feasts: during parental meetings,information about school food & serving aschool meal for them.

Funded projects• Evenings for Good Food, Rural Women's

Advisory Organisation, Finnish HorticulturalProducts Society and Finnish Parents'Association- Information about food in parental meetingsthrough activities; parents and childrentogether- Also an information leaflet about vegetablesdistributed

Funded projects• Tasty and Healthy Food for Children, Finnish Heart

Association and Finnish Horticultural Products Society- Increasing valuation of school food--> Week for Good School Food; instructions, recipes andother material for catering professionals in charge ofschool meals, also decorations for school (posters, tablecloths etc.) & importance of proper nutrition and healthyfood raised as a topicwith pupils- During the week, project also organised events in Ouluand Kuopio for decision-makers, where they met with thefood service managers

Funded projectsThree projects for Taste school concept and Sapere

method• Spreading out the concept in

1) Daycare (Central Finland Health Care District)2) Primary schools (Union for Home Economics Teachers)3) School clubs (The Centre for School Clubs)- Guide books & education materials and practicesdeveloped, trainings organised all over Finland- Pilot projects in some municipalities, where Sapere is putinto practice in schools, clubs and daycare centres- Making the concept known around Finland

Funded projectsTwo other youth-related projects• School berry week, Arktiset Aromit

- Theme week; taking the pupils to forests to gatherberries- A Snack recipe competition for children- Berry recipes for schools provided

• Breadroll baking with children, Rural Women'sAdvisory Organisation- Making cereals and baking more familiar withteaching and baking together

For School MealsMinistry of SocialAffairs and Health

+ 20 other organisations

Pauliina MunukkaCommunications OfficerProgramme for Promoting Finnish Food [email protected]. 358 (0)40 352 7008

mailto:[email protected]

School Meals: Opinions of Pupils andParents

Irma Tikkanen, Dr. Sc. (Econ.), Principal Lecturer

Healthy Food Choices for Children and YoungSeptember 8, 2010

Sitra, the Finnish Innovation Fund:”Food and Nutrition ProgrammeERA 2004–2008”Completed projects (10 projects):

• Food and nutrition industry, strategy follow-up » 06/2006 - 12/2009• Food and nutrition industry, R&D&C-strategy » 05/2006 - 12/2007• Mentoring » 06/2006 - 12/2008• Mini-cluster: berry » 03/2006 - 12/2008• Mini-cluster: coeliac » 02/2006 - 12/2008• Mini-cluster: Russia » 01/2006 - 12/2008• Smart snacks – schoolchildren’s nutrition and snacks project »• 01/2006 - 12/2008 Helsinki Polytechnic Stadia School Meal Project• Strategic Centre for Science, Technology and Innovation in the field of food and

nutrition » 12/2006 - 12/2008• Strategy process » 08/2005 - 05/2006• Welfare while shopping » 05/2006 - 12/2006

Partners in Smart Snacks research andpilot projects/Sitra14 partners:• National Public Health Institute• University of Kuopio• University of Oulu, Institute of Dentistry• VTT, Technical Research Centre of Finland• University of Turku, Functional Foods Forum• Finnish Centre for Health Promotion• Finnish Heart Association• Finnish Bread• Helsinki Polytechnic Stadia, Degree Programme in Hospitality Management• Valio Ltd• Raisio plc• HK Ruokatalo Group• Vaasan & Vaasan Group• Sodexo Oy

School Meal Project: Main research problem:

How the school meals could be developed so that thepupils would eat more the school food in accordancewith the plate model, the school meals could beintegrated better into teaching, and the pupils’attitudes towards school meals would turn into morepositive?

Sub problems:• What kinds are the pupils’ diet behaviour at school,

their attitudes towards school meals, and dietbehaviour in other eating?

• What are the parents’ opinions about the pupils’school meal diet behaviour?

• What are the kitchen personnels’, school nurses’ andteachers’ opinions about the pupils school meal dietbehaviour?

• How the school meals could be developedso that the pupils would eat all food thatis served in accordance with the platemodel based on the pupils’ and parents’opinions?

• How the school meals could be developed,based on the opinions of kitchenpersonnel, school nurses and teachers, sothat• school meals could be integrated better into

teaching;• pupils’ attitudes towards school meals could

be turned more positive; and that• pupils would eat more school food?

Research Design

Empirical data: 4 elementary/comprehensive schools in Helsinki

1. Mustakivi elementary school- Class 6, preparing kitchen,municipality’s own kitchen

2. Pikku Huopalahtielementary school- Class 6, preparing kitchen,outsourced

3. Itäkeskus comprehensiveschool- classes 7-9, heatingkitchen, municipality’s ownkitchen

4. Haaga comprehensive school- classes 7-9, heatingkitchen, outsourced

Empirical data: Collection methodsData and collection methods Contribution

Pupils Quantitative dataQuestionnaire + openquestions

Pupils’ diet behaviour vs. platemodel

Parents Quantitative dataQuestionnaire + openquestions

Parents’ opinions about pupils’diet behaviour etc.

Teachers,school nurses,kitchen personnel

Quantitative dataQuestionnaire + openquestions

Pupils’ diet behaviour vs. platemodel etc.

The person who is responsiblefor the school meals = foodservice manager

Theme interview Type of kitchen, food serviceoperator, how school meals areserved etc.

Questions in the questionnaire

• Questions A1-A5 Respondent’s data• Questions B1-B4 School meal diet behaviour (plate model)• Questions C1-C2 Waste/Leftovers• Questions D1-D3 Queuing, time spent for having school lunch

and lunch time• Questions E1-E4 Snacks• Questions F1-F36 Arguments for school meals, where

- questions F1-F8 Socio-ecological view;- questions F9-F15 Maintaining good health and preventing

health related problems view, dietary view- questions F16-F20 Educational view- questions F21-F24 Societal view- questions F25-F31 Food choice view- questions F32-F34 Nutritional view- questions F35-F36 Waste/leftovers view

• Questions G5a-G5l Open questions: Sentence completion method

Extra objective:To develop a snack service model

• The goal is to develop a snack servic model fora comprehensive school

• Empirical data: 2 comprehensive schools inHelsinki + two interviews- Hiidenkivi comprehensive school- Aurinkolahti comprehensive school- Espoo Catering, food service manager- City of Vantaa, food service manager

• 2 focus group interviews + 2 theme interviews

Questions in the theme interview structure:

• Questions A1-A6 School• Questions B7-B13 Kitchen• Questions C14-C22 Kitchen personnel• Questions D23-D40 Meals• Questions E41-E49 Snacks• Questions F50-F54 Food service process• Questions G55-G63 School restaurant• Questions H64-H71 Development• Questions J72-J74 Stakeholders

Empirical dataPupils

Pc.

Parents

Pc.

Teachers,school nurses,kitchenpersonnelPc.

Food servicemanager ofthe kitchen

Pc.

Total

Pc.

Itäkeskuscomprehen-sive school

40 17 5 1 63

Haaga comp-rehensiveschool

43 27 11 1 82

Mustakivielementaryschool

37 17 22 1 77

PikkuHuopalahtielementaryschool

48 22 6 1 77

Total 168 83 44 4 299

Empirical data: analysis

• Frequencies• Mean, mode, median• Cross tabulation• One-way Anova (variance analysis) and

F-test• Faktor analysis• Cluster analysis

ResultsSix factors based on 36 statements (pupils):-- ”Learning”: table manners, to learn to eat with others, calmer at

school, to follow right diet, food from other cultures, better results in learning

-- ”Opposition to school meals”: negative attitude to schoolmeals: prefer ready-made meals, school meals are not liked; leave left-overs,school meals are fattening

-- ”Impact of social-ecological environment”:parents, TV, advertisements, friends, hobbiesschool instruction have impact oneating

-- ”Energy”:like what eat, weight, height, growth, favourite dishes areserved at school, to complete school work

-- ”Economy”: prefe ready-made meals, school meals are free-of-charge

-- ”Health”: nourishment have impact on health, no fat and sugar are goodfor health, sweet and fatty snacks are fattening

Results• Two clusters of pupils (based on the factors):-- ”Pupils having a positive attitude towards

school meals and learning” (66 pupils):emphasize learning and energy aspects(more main course; vegetables, salads, milk,bread, butter, different sections of plate model)

-- ”Impressionable pupils having negativeattitude towards school meals” (56 pupils):

emphasize opposition to school meals, impact ofsocial-ecological environment, economy, andhealth aspects (dislike school meals, consumedifferent kind of food, do not like school meals,prefer ready-made meals, leave left-overs)

Suggestions for developing schoolmeals (pupils and parents)• Schools meals: taste better, more favourite dishes, more

alternatives to choose, fruits available, salads served as separatecomponents

• Milk: served chilled, not warm, taste better, lactose-free,colder

• Bread: soft, white, brown bread and bread rolls, and cold cuts

• Desserts: desserts should be served

• Childrens opinions should be taken intoaccount

Financiers

• Sitra, the Finnish Innovation Fund• Helsinki Polytechnic Stadia• Dairy Nutrition Council

5 Bachelor’s theses published• Kurkaa Liisa & Väisänen Hanna 2007. Kouluruokailun kehittäminen Mustakiven ala-asteella.

Koululaisten, vanhempien, opettajien, kouluterveydenhoitajan ja keittiöhenkilökunnannäkemyksiä. Helsingin ammattikorkeakoulu Stadia, Palvelujen tuottamisen ja johtamisenkoulutusohjelma. https://oa.doria.fi/handle/10024/36236

• Suomalainen Mikko 2007. Kouluruokailun kehittäminen Itäkeskuksen peruskoulussa.Koululaisten, vanhempien, opettajien, kouluterveydenhoitajan ja keittiöhenkilökunnannäkemyksiä. Helsingin ammattikorkeakoulu Stadia, Palvelujen tuottamisen ja johtamisenkoulutusohjelma. https://oa.doria.fi/handle/10024/36035

• Makkonen Jürgen 2008. Kouluruokailun kehittäminen Pikku Huopalahden ala-asteella.Koululaisten, vanhempien, opettajien ja keittiöhenkilökunnan näkemyksiä. Helsinginammattikorkeakoulu Stadia, Palvelujen tuottamisen ja johtamisen koulutusohjelma.https://oa.doria.fi/handle/10024/36185

• Sutinen Sari 2009. Kouluruokailun kehittäminen Haagan peruskoulussa. Laurea-ammattikorkeakoulu, Palvelujen tuottamisen ja johtamisen koulutusohjelma.https://publications.theseus.fi/handle/10024/3873

• Honkanen Salla & Salmela Sanna-Pauliina 2008. Välipalatarjoilumallin kehittäminenperuskoululle. Helsingin ammattikorkeakoulu Stadia, Palvelujen tuottamisen ja johtamisenkoulutusohjelma. https://oa.doria.fi/handle/10024/38878

https://oa.doria.fi/handle/10024/36236



https://publications.theseus.fi/handle/10024/3873


School Meal Project: Publications=================================

School Meal Project Report:• Tikkanen Irma 2008. "Asiakaslähtöisen kokonaisvaltaisen kouluruokailumallin kehittäminen.

Koululaisten, vanhempien, opettajien, kouluterveydenhoitajien ja keittiöhenkilökunnannäkemyksiä", 128 s. ISBN 978-951-563-617-1 (URL:http://www.sitra.fi)

http://www.sitra.fi/fi/Julkaisut/OhjelmienJulkaisut/era/elintarvikkeet_ja_ravitsemus.htm

Articles in Finnish:• Niemelä Mervi & Tikkanen Irma 2008. "Koululaiset toivovat terveellisiä ja ilmaisia välipaloja".

Kehittyvä Elintarvike, 3/08, 13.

• Tikkanen Irma & Hovi Riitta-Liisa 2008. "Söisin pääruokaa enemmän, jos olisi useamminlempiruokiani". Kotitalous, 4/2008, 17.

• Tikkanen, Irma & Urho Ulla-Marja 2009. Mitä koululaiset ja vanhemmat toivovatkouluaterialta? Bolus, 3/2009. s. 26–28. http://www.rty.fi/bolus-lehti.php

• Tikkanen Irma 2009. Noudattavatko oppilaat lautasmallia kouluruokailussa? Ravitsemuskatsaus,2/2009, s. 20-21.

http://www.sitra.fi/fi/Julkaisut/Ohj

http://www.rty.fi/bolus-lehti.php

Scientific articles (7):• Tikkanen Irma & Urho Ulla-Marja 2009. "Free school meals, the plate model and food choices in

Finland". British Food Journal, Vol. 111, No. 2, pp. 102-119.

• Tikkanen Irma 2009. "Pupils' school meal diet behaviour in Finland: two clusters". British FoodJournal, Vol. 111, No. 3, pp. 223-234.

• Tikkanen Irma & Honkanen Salla & Salmela Sanna-Pauliina 2009. "Snack service model for acomprehensive school". Nutrition & Food Science, Vol. 39, No. 2, pp. 151-159.

Highly Commended Award Winner at the Literati Network Awards for Excellence 2010 !!!

• Tikkanen Irma 2009. "Pupils' and parents' suggestions for developing school meals in Finland".British Food Journal, Vol. 111, No. 5, pp. 475-485.

• Tikkanen Irma 2009. "Maslow's hierarchy and pupils' suggestions for developing school meals".Nutrition & Food Science, Vol. 39, Issue 5, pp. 534-543.

• Tikkanen Irma 2009. "Is a plate model being followed by the pupils? Nine hypotheses". Nutrition &Food Science, Vol. 39, Issue 5, pp. 544-554.

• Tikkanen Irma 201x. "Nutritionally balanced school meal model for a comprehensive school".British Food Journal, Vol. xxx, No. x., pp. xxx-xxx. (Forthcoming)

Thank you !

1

Creating Health-Promoting Food Environment for School children

Terhi Virtanen M.Sc.

Project coordinator

Finnish Bread Informationwww.leipatiedotus.fi

2

Finnish

Bread

Information - What do we do?

•

Act as a general information service

of bread

producers

•

Improve

the public

health

in Finland and

promote

the

consumption

of bread

by

using different

methods

of

communication

3

Who are we?STAFF (communication+science)Executive manager Kaisa Mensonen (M. Sc.)[email protected] coordinator Terhi Virtanen (M. Sc.)[email protected]

ADMINISTRATIVE BOARDchairman, vice-chairman, + six members from different baking companies and The Central Union of AgriculturalProducers and Forest Owners (MTK)

EXPERT MEMBERS (science)Three professors from research institutes

4

How

do

we

operate?•

Education

•

Exhibitions

•

Material

production

–

Websites

–

Printing

material

•

Newsletters

–

Media

–

Background

organizations

•

Theme

events

–

Bread

week

42

–

Co-operation

projects

5

Finnish

Bread

Information and school

catering -projects

Go

Nuts

about

Grains

I-II 2002-2007

Communication

and education

projectfor experts

in healthcare

and nutritionand for school

children

(age

13-16 y)

Sponsor

Ministry

of agriculture

and forestry

Sponsor

Finnish

Innovation

Fund

Smart

Snack 2007-2008

Best operations

of the former

projects

to add

the consumption

of bread

at school

meal

Bite

a bread

2009 -

2010

Eat

healthy

snacks

between

the school

meal

and home dinnerSponsor

Ministry

of agriculture

and forestry

6

Smart

Snack Research

project

Creating

Health-Promoting

Food Environments for Children

(2007-2008)

7

Goal:

Finding

methods to improve

children’s

health

and creating

exportable

concepts

8

Means:

Extensive

co-operation between

the public

and private

sector

9

Public

Health Organizations

Research

centers and Universities

Food industry

10

How

do

Finnish School

Children

eat?

National Public

Health

Institute (KTL), Nutrition

and wellbeing

of secondary

school

pupils; Intervention study

2007-2008

11

”Daily Energy

Intake

from

sucrose13%

Recommendation

< 10%”

Lähde: KTL/ Yläkoululaisten ravitsemus ja hyvinvointi tutkimus 2008

12

”

Daily Fiber

Intake17g

Recommendation

25-35g”


13

”ONLY40 % of girls

and28 %

of boys

eat

vegetables

daily”


”

71 %

eat

school

meal

daily but

only

one

third

eats

all

parts

of it,”


15

Pictures

of 7th grade

pupils´

trays

right

after

they

have

taken

food

16

90 meals

… 61 did

not

include

milk

… 52 did

not

include

vegetables

… 34 did

not

include

main course

… 8 did

not

include

bread

…2 corresponded

to

recommendations

17

”

Pupils

get

over

40%of their

daily energy

intake

from

SNACKS ”


18

Your choice?

251 kcal 6 g fat 2 sugar cubes

2 570 kcal 66 g fat 140 sugar cubes

(400 g)

(200 g)(0,5 l)

13-16 –year old girl´s recommended daily energy intake is

2100-2300 kcal and boy´s 2400-2800 kcal

19

Research

findings:

Eating behaviour correlates well with the

environment

two

examples: introducing

Kalle

20

?

This

is Kalle

21

Commitment Information

and skills

School

rules

Healthy

snacks

Healthy and Comfort Food Environment for school children

School

meal

Workshops

and lessons

at school

Practices

at home

SMART SNACK -

INTERVENTION Model

for schools

Adults

at school

and at home Children

and Families

School

catering

INTERVENTION

23

Snacks

at school

If

school

lessons

continue

threehours

after

school

meal,

pupils

should

be

offereda possibility

to have

healthy

and

nourishing

snack by

school.

Recommended

by

National nutrition

council,Kouluruokailusuositus 2008

24

Snacks

at school

•Fiber

rich

cereal

products

(bread

and porridges) •Vegetables, Fruits

and Berries

•

Completed

by

low

fat

dairy

and meat products, vegetable

oils

Products

containing

large

amounts

of fat, sucrose

or

salt

shouldn´t

be

served

at schoolRecommended

by

National nutrition

council,Kouluruokailusuositus 2008

25

Bite

a Bread-project2009-2010

Terhi VirtanenProject coordinator

26

•

Promote

achieving

recommendations

•

Make

positive

changes

in nutrition

and eating

habits

among

adolescent

•

Increase

intake

of fiber

among

adolescent

by

means

of bread

•

Make

people

to understand

the value

of the bread

as a fiber

rich

and healthy

part

of nutrition

•

Promote

bread

supply

and consumption

as a

snack

Aims

of Bite

a Bread

-project

• Snack Card

and a cover

• Marketing material– Posters– Menu posters– Reminders

• Serving

materials

– Have

a Bite

–paper

wraps

for bread

– Have

a Bite

–tablecloth

and scarves

• Education

material

for parents

Tools

for School

Catering

28

• 10 €• Depending

on chosen

products

school

catering

marks

the square on 0,2 or

0,5 cent• By buying

the snack card

parents

can

make

sure

children

buy

healthy

and smart

snacks

Bite

a Bread

-Snack

Card

29

Bite

a Bread

-Posters

30

Bite

a Bread

-Menu

poster

Menu and

Pricelist

31

Bite

a Bread

-Reminder

You

can

buy

snacksat ______ o´clock

32

Bite

a Bread

-Serving

materials

33

Bite

a Bread

-tablecloth

34

Education

material

for parents

35

Bite

a Bread-project2009-2010Results

Terhi VirtanenProject coordinator

36

Bite

a Bread

–project 2009

• 4 cities• 47 schools• 26 000 students

•

Education, materials, snack menu

offer healthy optionsfor students

37

Bite

a Bread

–project 2009

Students:•Healthy

snacks

sold

by

school

catering reduced unhealthy

snacks

(50 %)

•The most

preferred

snack was

bread

(57 %)

•Arguments

choosing snacks:

TasteKeeps

hunger: rich

in fiber

vs. rich

in sucrose

38

Bite

a Bread

–project 2009

Students: •Good

materials

•Suitable

price

1-2 €

(73 %)

Teachers: •Quality

of snack affects

on students

energy

and vitality

level

39

Bite

a Bread

–project 2009

School

catering managers:

•Positive

effects

on students

behavior

and

attitude

towards

school meal

40

Bite

a Bread

–project 2010

• 3 cities• 19 schools• 9 000 students

•

Education, materials, snack menu

offer healthy optionsfor students

Thank you!

Physical activity for all[Liikunnasta kansalaistaito]–Sotkamo municipality project

Jarmo LiukkonenProfessor, Sport Pedagogy

University of Jyväskylä,Department of Sport Sciences

and woman!

BackgroundBackgroundDecreased physical activity has beenDecreased physical activity has been

considered as one of the most significantconsidered as one of the most significantreasons for health problems in childhood andreasons for health problems in childhood and

adolescenceadolescence(Fogelholm et al. 2007).(Fogelholm et al. 2007).

According to the Finnish recommendation ofAccording to the Finnish recommendation ofhealth experts, all primary school agedhealth experts, all primary school aged

children should be physically active at leastchildren should be physically active at leasttwo hours and secondary school adolescentstwo hours and secondary school adolescents

one and a half hours dailyone and a half hours daily(Nuori Suomi 2008 [Young Finland]; Ministry of Education and Cul(Nuori Suomi 2008 [Young Finland]; Ministry of Education and Culture)ture)..

Recommendation of daily physical activity for 7-18 year-olds

The review* of recent studies show, that:The review* of recent studies show, that:

1616––35% of Finnish 1235% of Finnish 12--18 year18 year--old boys andold boys and1717––41% of girls fail to achieve the41% of girls fail to achieve therecommendation of daily physical activity.recommendation of daily physical activity.

*) Adolescents Health and*) Adolescents Health andLifestyle Survey 2005;Lifestyle Survey 2005;Finnish Board of EducationFinnish Board of Education´́ssPhysical Education Evaluation 2003;Physical Education Evaluation 2003;School Health PromotionSchool Health PromotionStudy 2006Study 2006

Previous international reports have also shown thatPrevious international reports have also shown thatthe number of physically active children andthe number of physically active children and

adolescents has decreased during the last decadeadolescents has decreased during the last decade(National Institute for Health and Welfare 2009; WHO 2008)(National Institute for Health and Welfare 2009; WHO 2008)

Therefore, all efforts to promote childrenTherefore, all efforts to promote children’’s ands andadolescentsadolescents’’ physical activity are of great valuephysical activity are of great value

This presumption is supported by current researchThis presumption is supported by current researchfindings which have shown that childhood patterns offindings which have shown that childhood patterns of

physical activity track into adulthoodphysical activity track into adulthood(Kirk 2005; Ntoumanis 2005; Telama et al. 2005)(Kirk 2005; Ntoumanis 2005; Telama et al. 2005)

Theoretical backgroundTheoretical background

Physical activity is always a result of cognitivePhysical activity is always a result of cognitiveprocessesprocesses (Noland & Feldman 1984)(Noland & Feldman 1984),, in which socialin which social--

cognitive factors, such as perceived competence,cognitive factors, such as perceived competence,intrinsic and extrinsic motivationintrinsic and extrinsic motivation (Deci & Ryan 2000)(Deci & Ryan 2000),,

expectancies, values and intentionsexpectancies, values and intentions (Wigfield & Eccles 2000)(Wigfield & Eccles 2000)

are associated with individual characteristics ofare associated with individual characteristics ofparticipation in PAparticipation in PA (Koski 2004; Unruh 1979)(Koski 2004; Unruh 1979) or stages ofor stages of

change regarding attitudes towards physical activitychange regarding attitudes towards physical activity(Prochaska & DiClemente 1983)(Prochaska & DiClemente 1983)..

To our knowledge, changes in these variables,To our knowledge, changes in these variables,along with PA, have never been investigated inalong with PA, have never been investigated in

a longitudinal setting, including criticala longitudinal setting, including criticaltransition periods (elementarytransition periods (elementary secondarysecondary

schoolschool gymnasium/vocational school)gymnasium/vocational school)..

Aims of the projectAims of the project1.1. Baseline study (2010):Baseline study (2010):a)a) Physical activity and its socialPhysical activity and its social--cognitivecognitive

determinantsdeterminantsb)b) Nutrition and eating habitsNutrition and eating habits

2. Planning of specific interventions2. Planning of specific interventions (2010(2010--2011)2011)

3. Carrying out the interventions3. Carrying out the interventions (2011(2011 ))

4. Follow4. Follow--up study annuallyup study annually (2011(2011 ))

InterventionsInterventions1.1. Education of teachers, coaches, administrative staff , andEducation of teachers, coaches, administrative staff , and

other professionalsother professionals2.2. Specific local interventios, such as SAPERE nutritionSpecific local interventios, such as SAPERE nutrition

education in kindergartens, preschools, and family daycareeducation in kindergartens, preschools, and family daycare3.3. Expert meetings and seminars, incl. International CongressExpert meetings and seminars, incl. International Congress

on Enhancement of PAon Enhancement of PA4.4. Development of PA facilities and equipmentDevelopment of PA facilities and equipment5.5. Development of technological, e.g., mobile technologicalDevelopment of technological, e.g., mobile technological

innnovations to enhance PAinnnovations to enhance PA6.6. Integration to ongoing/future national programs, e.g.,Integration to ongoing/future national programs, e.g.,

Moving School [Liikkuva koulu], organized by the Ministry ofMoving School [Liikkuva koulu], organized by the Ministry ofEducation and CultureEducation and Culture

Ecological model of the intervention planEcological model of the intervention plan

Kindergartens,preschools &family day care

Elementaryschool

Secondaryschool

Families

GymnasiumVocationalschools

Sport clubs

Sport & youthadministration

Development ofproximal PAenvironment

PA facilities(built & natural)

Chirch

Childwelfareclinic

Technical University

Militaryservice

FinanciationFinanciation

European UnionEuropean Union –– Social FundSocial Fund

Action Line 3: Development of Innovation,Action Line 3: Development of Innovation,Service, and Knowledge SystemsService, and Knowledge Systems

Rationale of the projectRationale of the projectSedentary lifestyle has been estimated to causeSedentary lifestyle has been estimated to cause

public sector direct healthpublic sector direct health--related costs up to 200related costs up to 200million euro annually. In addition, indirect healthmillion euro annually. In addition, indirect health

costs are estimated to raise up to 100 million euro,costs are estimated to raise up to 100 million euro,and that of private sector up to 300 million euro perand that of private sector up to 300 million euro per

year.year.

VISION:VISION:

Sotkamo municipality will be the first community inSotkamo municipality will be the first community inFinland to stop the increase of child obesityFinland to stop the increase of child obesity

Intrinsic motivationIntrinsic motivationAccording to the selfAccording to the self--determination theorydetermination theory

(SDT; Deci & Ryan 2000)(SDT; Deci & Ryan 2000),, there are threethere are threepsychological needs behind intrinsicpsychological needs behind intrinsic

motivation :motivation :

•• perception of competenceperception of competence•• autonomy/selfautonomy/self--determinationdetermination•• social relatednesssocial relatedness

Goal orientation theoryGoal orientation theoryMajor goal of achievement behaviour is toMajor goal of achievement behaviour is todemonstrate high ability and to avoid thedemonstrate high ability and to avoid the

demonstration of low competencedemonstration of low competence(Nicholls 1989)(Nicholls 1989)

There are two goal orientations which determineThere are two goal orientations which determinehow success is perceived and competencehow success is perceived and competence

evaluated:evaluated:•• Task orientationTask orientation: intra: intra--individual comparisonindividual comparison•• Ego orientationEgo orientation: inter: inter--individual comparisonindividual comparison

Motivational climateMotivational climateGlobal psychological environment directing theGlobal psychological environment directing thecognitions, emotions, and behaviour of an actioncognitions, emotions, and behaviour of an action

•• the teacher and parents have a central role inthe teacher and parents have a central role inregulating the climate in activities duringregulating the climate in activities duringpreschool agespreschool ages

•• If the focus is in enhancement of intrinsicIf the focus is in enhancement of intrinsicmotivation, there are three key dimensions:motivation, there are three key dimensions:

# autonomy# autonomy# social relatedness# social relatedness# perception of competence# perception of competence

ENJOYMENT IN PE

AUTONOMY SOCIAL TASK EGO

*) p<0.001

0.39* 0.50* 0.64* -0.10*

0.38* 0.50* 0.66* 0.10*

SELF-DETERMINED MOTIVATIONAL CLIMATE

PE Mark0.49*

0.52*

n=2594

n=1803

Motivational climate and Grade 9 studentsMotivational climate and Grade 9 students’’enjoyment in PEenjoyment in PE (Soini 2006)(Soini 2006)

PERCEIVED COMPETENCE___________________________________

MODIFYING FACTORS

General

a) Demographic variables(age, sex, race,ethnicity…)

b) Social variables (socialclass, social support…)

c) Structural variables(prior experience withexercise, knowledgeabout exercise…)

d) Physical variables(health status, physicalfitness)

PREDISPOSITIONS

Perceived controlover exerciseAttitude toward PASelf-conceptValues

a) Healthb) Appearancec) Physical

fitness CUES TO ACTION

a) Health problems

b) Health education

c) Advice from others

d) Exposure to those whoexercise

e) Media

LIKELIHOOD OFACTION

Perceived benefits ofaction

a) Improved health

b) Improvedappearance

c) Social benefitsd) Prevention ofdiseasee) Feeling good…

minus

Perceived barriers toactiona. Costb. Lack of timec. Paind. Other peoplee. Weather…

READINESS TOEXERCISE EXERCISE

Exercise behavior model (Noland & Feldman 1984)

Dependent/outcome variables:

Behavioural variables and scales:

Self-assessed physical activity:(HBSC; Currie et al. 2002), (MVPA; Prochaska et al. 2001)

Objective physical activity (from 2011 onwards:SenseWear® Armband Pro2 (Adrian 2005)

Eating habits

Main study variablesMain study variables

Main study variablesMain study variables

Independent variables:Independent variables:

Social cognitive motivational variables and scales:Social cognitive motivational variables and scales:Perceived competence: Physical SelfPerceived competence: Physical Self--Perception Profile (Fox & CorbinPerception Profile (Fox & Corbin1989)1989)Expectancies: ExpectancyExpectancies: Expectancy--related Beliefs Scale (Eccles et al. 1983)related Beliefs Scale (Eccles et al. 1983)Values: Subjective Task Values Scale (Eccles et al. 1983)Values: Subjective Task Values Scale (Eccles et al. 1983)Intentions: Physical Activity Intention Scale (modified from XiaIntentions: Physical Activity Intention Scale (modified from Xiang et al. 2003)ng et al. 2003)Extrinsic to intrinsic motivation: Sport Motivation Scale (PelleExtrinsic to intrinsic motivation: Sport Motivation Scale (Pelletier et al. 1995)tier et al. 1995)

Affective variables and scales:Affective variables and scales:PE enjoyment: Sport Enjoyment Scale (Scanlan et al.1993)PE enjoyment: Sport Enjoyment Scale (Scanlan et al.1993)PE anxiety: Trait Anxiety in Physical Education (Barkoukis et alPE anxiety: Trait Anxiety in Physical Education (Barkoukis et al. 2005, Yli. 2005, Yli--Piipari et al. 2009b)Piipari et al. 2009b)

Background variables:Background variables:NameNameAgeAgeGenderGenderBMIBMIWaistWaistPrevious PAPrevious PAParticipation in organized sportsParticipation in organized sportsPA of siblingsPA of siblingsParental support and PAParental support and PASupport from othersSupport from othersOpportunities to exercise (Sallis, ProchaskaOpportunities to exercise (Sallis, Prochaska,, Taylor 2000)Taylor 2000)Stages of change (Prochaska & DiClemente 1983)Stages of change (Prochaska & DiClemente 1983)

Participants of Sotkamo projectParticipants of Sotkamo project –– Baseline study 2010Baseline study 2010(Grade 5(Grade 5--9 students)9 students)

525 students and 175 parents525 students and 175 parents257 girls, 228 boys257 girls, 228 boys

TenettiTenetti secondary school N=380secondary school N=380 (72,7%)(72,7%)

11 elementary schools N=137 (27,3%)11 elementary schools N=137 (27,3%)

Participation minimum once a week in sport clubParticipation minimum once a week in sport clubactivities, 9activities, 9--18 year18 year--oldsolds

Sotkamo – Participation in sport club activities minimum once per week, Grade 5 - 9

* Equivalent of national mean* 42% of girls and 48% of boys participate sport club activities min. one/week

GirlsGirlsBoysBoys

Vasankari 2010

Percentage of 11-15 year-olds with at least moderate PA >60 min/day

BoysBoys

GirlsGirls

Sotkamo – On how many days/week you have been physically active for min. 60minutes – Percentage of students

Physically totally sedentary 1%, sufficiently active: girls11% and Boys 20%

GirlsGirlsBoysBoys

SotkamoSotkamo –– PA min 60 min/dayPA min 60 min/day –– Grade 5Grade 5 –– 99

Dramatic drop during transfer from elementary to secondary school in boys

GirlsGirlsBoysBoys

Obesity* of Finnish children1984 - 2004

Obese %BOYS GIRLS13 y. 15 y. 13 y. 15y.

1984: 7 8 6 31994: 14 12 11 62004: 22 21 14 11Sotkamo Grade 7 19.1 9.4Sotkamo Grade 9 10.7 6.8

*) Equivalent of adults’ BMI >25

Kannas et al. 2004

Obesity in 12 - 18 year-old girls 1977 - 2005

Obesity in 12 - 18 year-old boys 1977 - 2005

SotkamoSotkamo –– Obesity %Obesity % –– Grade 5Grade 5 –– 99(International Obesity Task Force; Cole values*)(International Obesity Task Force; Cole values*)

*) In Sotkamo less obese children compared to the national mean

GirlsGirlsBoysBoys

Sotkamo – BMI in Grade 5 - 9

0

5

10

15

20

25

5 6 7 8 9

Tytöt

Pojat

GirlsGirls

BoysBoys

Remarkable drop in girls during the transition Grade 6 - 7

GirlsGirlsBoysBoys

Contradiction between current level and satisfaction of PA – Students do notperceive themselves to have a need to be physically more active

GirlsGirlsBoysBoys

Intrinsic interest* in school subjectsIntrinsic interest* in school subjects(n= 257 girls, 228 boys)#(n= 257 girls, 228 boys)#

GirlsGirls BoysBoysPhysical EducationPhysical Education 3,763,76 4,304,30MusicMusic 3,683,68 2,912,91ArtsArts 3,573,57 2,732,73HandicraftHandicraft 3,543,54 3,563,56

Biology/geographyBiology/geography 3,553,55 3,493,49EnglishEnglish 3,313,31 3,223,22HistoryHistory 3,093,09 3,363,36MathematicsMathematics 3,083,08 3,443,44Finnish languageFinnish language 3,073,07 2,702,70Physics/ChemistryPhysics/Chemistry 2,922,92 3,593,59Swedish languageSwedish language 2,872,87 2,442,44Religion/ethicsReligion/ethics 2,302,30 2,442,44

*)*) Task values (Eccles et al 1983): How interesting you perceive foTask values (Eccles et al 1983): How interesting you perceive following school subjects; scale values 1.00llowing school subjects; scale values 1.00 –– 5.005.00#) All students from the Municipality of Sotkamo, Finland, Grade#) All students from the Municipality of Sotkamo, Finland, Grade 55 –– 9 students, (respondent rate 82%)9 students, (respondent rate 82%)

GirlsGirlsBoysBoys

Students’ perceptions aboutschool PE

Sotkamo – Students’ enjoyment in school PE

GirlsGirlsBoysBoys

Sotkamo – Students’ perceptions of anxiety in school PE1= No anxiety…5= High anxiety

GirlsGirlsBoysBoys

___________________________________________Total physical activity

Girls (257) Boys (228)___________________________________________BMI -.139* -.169*

PE enjoyment .346*** .391***

PE anxiety -.234*** -.326***

PE autonomy climate .239*** .156

PE sos. Rel. climate .245*** .225***

PE task-inv. climate .232*** .298***

PE Ego-inv. climate .078 .163*

________________________________________________

• Parent BMI/ child BMI GIRLS: .319**, BOYS .243*

• Parents’ self-assessed physical fitness/ children’s PA (GIRLS .172,

BOYS .252*)

• Parents’ PA/ children’s PA: no correlation!

Sotkamo – Correlations between students’ PA and some study variables

Summary of Sotkamo baseline study

1. PA decreases and obesity increases with age2. Sufficiently active: Girls 11%, Boys 20%3. PA equivalent of national mean4. Almost half of children participate actively in

sport club activities5. Obesity slightly below national mean6. PE most popular school subject7. PE climate associated with PA8. Biggest problems associated with transsition

from elementary to secondary school

Healthy foodchoices for children

and youngIdeas and remarks

Finnish nationalfood promotionprogram (SRE)

What is the most efficient way to educatekids around food? (e.g. play)

Nowadays many pupils eat at McDonaldsduring the school day. Pupils should notbe allowed to leave school area duringthe school day

Nordic projects collaborate inprogrammes to enhance the awareness ofNordic food culture - families / children /food industry / authorities

Finnish food culture centre, a place pupilsand tourists can visit, should be founded

Healthy modern recipes for schools

Customized old "good" recipes to healthier.E.g. wheat pasta to whole grain pasta

Initiative to Parliament: More homeeconomics and cooking in schools

Minimum limit for the price of the school meal clubs

Food clubs at schools in connection withthe afternoon snacks

How can we promote "togetherness" atmeal times? Many homes have nocommon meal times.

Where are the food companies? What isthe food quality offer? What is healthyfood? What is processed food? Healthierfood instead of healthy food

Extend lunch break at school by 30 min

Using social media when collectingopinions of pupils and parents

Besides promotion, practical development/ innovation actions are needed

Many excellent examples of goodpractices! How to get these ideas topractise everywhere and every year?

It's important that Sapere project willspread to Nordic countries

Spread Sapere-method to all day-care places

NTP Healthy choices project -targets and tasks

In Iceland parents pay, in Finland taxfunds. Is there a difference in the foodeaten in schools based on this difference?

Would it be possible to combine schoolmeals purchasing in all Nordic countriesin order to gain more purchasing andnegotiating power? -> better food cheaper

Pupils should be handled as customers inschool meal chain - New era to schoolcatering needed

Effective dissemination of results - Newprojects to put this into practice

Special school meal subplatform isneeded linked to Food for Life platform

Education for every adult in schoolMaking unhealthy food untrendy

Youth exerciseand nutritionproject -targets andtasks

How to enhance positive attitude to PA onthe 6th grade -> BEFORE transition to 7thgrade / another school?

Disco and ballroom dancing as PA inschools for 7-9th graders

Sport clubs for different kinds of activities

Many children have troubles with toomany training sessions / week. They takeaway family time e.g. suppers together.Slower tempo would be better

The problem is that sports are nowadaysvery competitive oriented even of smallchildren. For example if football trainingsare 4-5 times / week, sports are not funanymore. In stead sport should be dividedinto different groups for different skilllevels

Creatinghealth-promotingfood environmentfor school children

It is true that kids have to eat in ahurry in a noisy school cantina. It isnot a cosy and inviting place - futureschool cantina project

Cosy and comfortable foodenvironment is very important

A teaching day for effect of differentkind of snacks could be organised. Forexample sweets vs. bread. -> "Howsoon are you hungry again?" etc. Theidea would be to recognize how foodeffects alertness, hunger and so on

School meals -opinions of pupils andparents

We grow-ups should hear better kids -otherwise they do not eat

Nordic program to develop aspects inpublic oriented school meal chain

It could be useful to give children anopportunity to modify their school foodaccording to their taste preferences, forexample providing spices etc.

Focus on what we need to cover all thenutrients to keep healthy

Technology challenges to reduce salt,sugar and fat, or increase fibre and keepthe taste at the same time

Children should be seen as customers.Their opinions should be taken in accountmore

Soft chairs and music to school canteen :-)

It's often the question of choice andpossibilities to make decision makers tosee the importance of school meals as afactor that prevent fatting, societyillnesses etc.

Suggestion: To make school meals partlybe paid by the parents and therefore itcan be made better and healthier.Nowadays many parents are ready to pay1-2 euros/day for a lunch that consists ofunhealthy ready-made food. Why won'tparents pay extra for school meal insteadfor fruit and vegetables for a snack?

Healthy food choises for children and young.mmap - 10.9.2010 -

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Healthy Food Choices for Children and Young